Buổi này là thi thử giữa khóa – Listening và Reading. Quy tắc: nghe một lần (bật âm thanh, không mở lời thoại), đọc đúng 20 phút. Chấm bài sau khi làm xong cả hai phần.
⚠️ Bài thi thử do khóa học soạn, ngắn hơn bài thi thật (40 câu mỗi kỹ năng), không quy đổi ra band. Kết quả mỗi người khác nhau.
🎧 Phần 1 – Listening (khoảng 25 phút)
Part 1 – Câu 1–6: Complete the form. ONE WORD AND/OR A NUMBER
🎧 Bài nghe
A man phones a community centre to register for a volunteer programme (giả định)
Nghe tối đa 2 lần trước khi xem lời thoại.
📄 Xem lời thoại (sau khi làm bài)
- Officer
- Riverside Community Centre, how can I help?
- Caller
- Hi, I'd like to sign up for the weekend volunteer programme – the one helping at the food bank.
- Officer
- Lovely. Can I take your name?
- Caller
- It's Daniel Fenwick – that's F-E-N-W-I-C-K.
- Officer
- Thanks. And a contact number?
- Caller
- Oh – actually, email would be better. It's dan.fenwick at mailbox dot com.
- Officer
- Fine. Now, we have two shifts – Saturday morning or Sunday afternoon.
- Caller
- I was going to say Saturday, but I play football then, so Sunday, please.
- Officer
- Sunday afternoon is from one until five. Have you volunteered before?
- Caller
- Yes, I helped at a library for about eighteen months – no, sorry, it was two years.
- Officer
- Great. All new volunteers have to attend a short induction. The next one is on the fourteenth of November.
- Caller
- That's fine. Is there anything I need to bring?
- Officer
- Just some form of photo ID, and wear comfortable shoes – you'll be on your feet most of the time.
Giọng đọc là giọng máy của trình duyệt; giọng và tốc độ khác nhau tùy thiết bị. Bài thi thật dùng giọng người với nhiều giọng địa phương.
Volunteer registration form
- 1. Surname:
- 2. Preferred contact: by
- 3. Shift: Sunday afternoon, 1 p.m. to
- 4. Previous experience: library, for years
- 5. Induction date:
- 6. Bring: photo ; wear comfortable shoes
Part 3 – Câu 7–12
🎧 Bài nghe
Two students, Mai and Tom, discuss a survey they carried out on students' sleep habits (giả định)
Nghe tối đa 2 lần trước khi xem lời thoại.
📄 Xem lời thoại (sau khi làm bài)
- Mai
- So, we've got the results back from the sleep survey. A hundred and twenty students replied, which is more than we expected.
- Tom
- That's good. What surprised me was that most of them said they sleep fewer hours during exam periods, not more – I'd assumed they'd catch up at the weekend.
- Mai
- Some did, but it wasn't the majority. The other thing is phone use. Nearly everyone said they use their phone in bed.
- Tom
- Yes, but I'm not sure we can say the phones cause the poor sleep. It might be the other way round – people who can't sleep pick up their phones.
- Mai
- Fair point. We'll have to be careful how we phrase that in the report.
- Tom
- Should we include the interviews as well, or just the questionnaire?
- Mai
- I think the interviews add a lot. The questionnaire tells us what students do, but the interviews tell us why.
- Tom
- Agreed. What about the presentation? I was thinking of using lots of charts.
- Mai
- Maybe two or three key ones. Our tutor said last time that our slides were too crowded.
- Tom
- True. And who's doing the literature review section?
- Mai
- I'll do it – I've already read most of the articles. Could you write up the methods?
- Tom
- Sure, I designed the questionnaire, so that makes sense.
Giọng đọc là giọng máy của trình duyệt; giọng và tốc độ khác nhau tùy thiết bị. Bài thi thật dùng giọng người với nhiều giọng địa phương.
✅ Câu 7–12: chọn A, B hoặc C
7. What surprised Tom about the results?
8. What is Tom's view about phone use?
9. Why does Mai want to include the interviews?
10. What do they decide about charts?
11. Who will write the literature review?
12. Why will Tom write the methods section?
Part 4 – Câu 13–20: Complete the notes. ONE WORD ONLY
🎧 Bài nghe
A lecturer talks about memory and learning (giả định)
Nghe tối đa 2 lần trước khi xem lời thoại.
📄 Xem lời thoại (sau khi làm bài)
- Lecturer
- Today's topic is memory – specifically, why we forget and what learners can do about it.
- Lecturer
- Let's start with forgetting. Most of what we learn is forgotten surprisingly quickly unless we return to it. This is not necessarily a weakness; forgetting helps the brain filter out information that seems unimportant.
- Lecturer
- So how can we remember more? The first strategy is spacing. Rather than studying a topic for three hours in one evening, it tends to be more effective to study it in shorter sessions spread over several days. Each time we return to the material, it becomes a little more stable.
- Lecturer
- The second strategy is retrieval – in other words, testing yourself. Many students reread their notes, which feels productive, but simply recognising information is quite different from being able to recall it. Trying to remember without looking, even if you get it wrong, appears to strengthen memory more than rereading.
- Lecturer
- The third strategy concerns sleep. During sleep, the brain seems to process and organise what we learned during the day. So staying up all night before an exam may actually be counterproductive.
- Lecturer
- Finally, emotion matters. We tend to remember events that made us feel something strongly. For learners, this suggests that connecting new material to personal experience or to a story can make it easier to remember.
Giọng đọc là giọng máy của trình duyệt; giọng và tốc độ khác nhau tùy thiết bị. Bài thi thật dùng giọng người với nhiều giọng địa phương.
Memory and learning
- 13. Forgetting helps the brain out unimportant information.
- 14. Strategy 1: – shorter sessions over several days.
- 15. Each review makes the material more .
- 16. Strategy 2: retrieval = testing .
- 17. Rereading notes feels but is less effective.
- 18. Strategy 3: during , the brain organises what we learned.
- 19. Staying up all night may be .
- 20. Linking material to personal experience or a helps memory.
📖 Phần 2 – Reading (20 phút)
The psychology of waiting
(Bài đọc tự viết; công ty, nhân vật và số liệu là giả định.)
A Few experiences are as universally disliked as waiting in a queue. Yet research into the psychology of waiting suggests that how long we wait is often less important than how the wait feels. Two people who wait exactly the same length of time may leave with very different impressions, depending on what happened while they were waiting.
B One of the most consistent observations is that unoccupied time feels longer than occupied time. This is why some hotels place mirrors near lifts, and why many waiting rooms have magazines or screens. When people have something to look at or do, they pay less attention to the passing of time, and the wait seems shorter than it really is.
C Uncertainty also makes waiting harder. A passenger told that a train will be “delayed” tends to feel more frustrated than one who is told that it will arrive in fifteen minutes, even if the second passenger ends up waiting longer. Knowing roughly how long a wait will last allows people to plan and to relax. For this reason, many transport operators and call centres now provide estimated waiting times, although these are only helpful if they are reasonably accurate.
D Perceptions of fairness matter too. People are generally more willing to accept a long wait if they believe everyone is being treated equally. When someone appears to jump the queue, the frustration of everyone else can rise sharply. A single queue that feeds several counters, for example, is often seen as fairer than separate queues for each counter, because no one can end up in a “slow” line by bad luck.
E Businesses have experimented with these ideas in various ways. One theme park, Brightwater, began telling visitors that waits for its rides would be slightly longer than they actually expected. When the wait turned out shorter than announced, visitors reported feeling pleased rather than annoyed. The park’s manager admits, however, that the approach must be used carefully: if estimates are exaggerated too much, people may simply decide not to queue at all.
✅ Câu 21–25: Choose the correct heading for each paragraph.
21. Paragraph A
22. Paragraph B
23. Paragraph C
24. Paragraph D
25. Paragraph E
Câu 26–30: Complete the summary. ONE WORD ONLY from the passage.
- 26. Waiting seems shorter when time is .
- 27. Some hotels put near lifts.
- 28. Estimated waiting times are only useful if they are reasonably .
- 29. People accept long waits more easily when everyone is treated .
- 30. A single queue for several counters is often seen as .
✅ Câu 31–34: TRUE, FALSE hoặc NOT GIVEN?
31. Two people who wait the same time always feel the same about the wait.
32. A passenger given an exact time may wait longer yet feel less frustrated.
33. Most call centres give accurate waiting times.
34. Brightwater's manager thinks exaggerating waiting times has no risks.
📋 Sau khi làm xong – phân tích (15 phút)
- Chấm điểm (bấm “Chấm bài” ở các ô điền và xem đáp án ở các câu chọn).
- Ghi vào sổ – đếm số câu đúng mỗi dạng:
| Dạng câu hỏi | Câu | Số câu đúng |
|---|---|---|
| Form completion (nghe) | 1–6 | … / 6 |
| Multiple choice – thảo luận (nghe) | 7–12 | … / 6 |
| Note completion – bài giảng (nghe) | 13–20 | … / 8 |
| Matching headings | 21–25 | … / 5 |
| Summary completion | 26–30 | … / 5 |
| T/F/NG | 31–34 | … / 4 |
- Nghe lại / đọc lại câu sai, lần này mở lời thoại. Ghi lý do: bị bẫy đổi ý / không nghe kịp / sai chính tả / hiểu sai mức độ / không tìm được đoạn / hết giờ.
🧭 Tự đánh giá giữa khóa & ưu tiên tuần 12–20 (10 phút)
Gom kết quả 3 buổi thi thử (53, 54, 55) vào một trang sổ:
| Kỹ năng | Điểm mạnh nhất | 2 ưu tiên cho tuần 12–20 |
|---|---|---|
| Listening | … | … |
| Reading | … | … |
| Writing (buổi 53) | … | … |
| Speaking (buổi 54) | … | … |
👉 Khi học tuần 12–20, mỗi buổi hãy dành thêm 5 phút cho ưu tiên của kỹ năng đó. Bạn sẽ so sánh lại ở thi thử cuối khóa (buổi 103–105).
✅ Tự kiểm tra
Nghe lại bản ghi của mình và tích những điểm bạn đã làm được. Ô tích chỉ lưu trên máy này.
🗓️ Tổng kết tuần 11 – Psychology and behaviour (thi thử giữa khóa)
- Listening: Part 4 bài giảng tâm lý học – cấu trúc định nghĩa → cơ chế → ứng dụng.
- Reading: bài đọc dài nhiều dạng – chia 20 phút, matching information làm sau cùng.
- Thi thử giữa khóa: Writing (60 phút), Speaking (ghi âm 3 phần), Listening + Reading (34 câu).
- Dùng ngay: giới thiệu quy trình làm việc mới, đọc thông báo nội bộ, tự đánh giá giữa khóa.